This report defines the professional responsibilities of a Christian school teacher or educator in an environment that features a number of stakeholders. The paper shall also reflect on the different strategies a teacher can incorporate into his/her professional expertise to create a deeper understanding about human relationships, God and His creation, towards molding a more responsible society. As a Christian teacher, one must strive to nurture both the academic and the spiritual growth among the learners, and creating solid and positive relationships that reflect Christ-like attitude among the students, parents, administrators, and fellow teachers. In each of these relationships, the teacher must reflect commitment towards achieving the institutional goals and objectives, and must possess a redemptive disposition that embraces the diverse needs and differences into a community of grace.
The teacher-student relationship is one of the most important relationships in educational institutions. The main reason for this observation is that in the academic spheres, a teacher is endowed with the special roles of developing the educational, intellectual, and spiritual attributes of learners in a professional manner. This is in line with fostering healthy relationships across the classroom aimed at facilitating learning and cooperation in the classroom. The teacher must be conscious and sensitive to the needs of every learner in the classroom, and treating them equitably, including the slow-learners with learning disabilities and special needs (Kitchen, 2014).
Being fair and firm while exercising any corrective action or when delegating responsibilities will instill the right discipline and foster a good learning attitude. In the execution of these roles, the teacher must conduct him/herself in a responsible manner that protects and enhances his/her personal esteem across the education domains. In this regard, the teacher must be respectable among his/her learners. This is important, as it will ensure that students are sufficiently motivated to learn and interact positively. It also provides students with an excellent model example.
The teacher should exercise his/her God given abilities to strengthen the overall school programs. Despite the inclination to incorporate faith and his/her ingenuity to advance the curriculum, the teacher must willfully submit to the school authorities and show respect to the departmental heads and the administrators (Keizer, 2014). In this sense, he/she becomes a perfect example to the learners on how they can define and attain true leadership.
A leader must always be ready to learn from others, respect and listen attentively to the views of others. Therefore, the teacher must also give ear to the seniors. Ultimately, the teacher must also portray courage in standing for and defending the right course rather than follow the leaders blindly. Therefore, he/she must possess strong analytic skills and open-mindedness while dealing with all parties (Cardno, 2012).
Being a role model to other teachers, through maintaining a strong work and professional ethics, will stimulate the interest and motivation necessary to achieve the set goals and objectives. Parallel to the Christly philosophy of humility, a teacher should regard him/herself lowly than the others. Despite any special gifts that you may possess, count the other teachers equally as worthy to serve the institution.
An excellent Christian teacher succeeds in demonstrating competence in the teaching practices and in nurturing solid relationships across the various stakeholders’ community. Maintaining the right behavior at all times ensures that the teacher communicates and responds to varied issues in an appropriate manner (Kitchen, 2014).
The teacher must therefore foster a good rapport between the learners, parents, administrators and fellow teachers, by accomplishing the age-appropriate expectations in a respectful manner, and welcoming non-verbal body language. It is worth noting that it takes courage to stand for the gospel truth and the right conduct, in a diverse society that holds differing views. Consequently, the teacher must show Christly courage and boldness in the aforementioned relationships.
Cardno, C. E. M. (2012). Managing effective relationships in education. Los Angeles, CA: SAGE.
Keizer, G. (2014). Getting schooled: The reeducation of an American teacher. New York: Metropolitan Books.
Kitchen, W. H. (2014). Authority and the teacher. Bloomsbury Publishing Plc.
Wubbels, T. (2012). Interpersonal relationships in education: An overview of contemporary research. Rotterdam: Sense Publishers.